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Scoring Rubric
| Developing a Theme |
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| Develops
a theme based on observations or evidence. |
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(4)
Develops a theme based on observations or evidence that have
been carefully and thoroughly considered.
(3)
Develops a theme based on observations or evidence.
(2)
Develops a theme that is not well supported.
(1)
Develops a theme without any consideration of observations or
evidence. |
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| Provides
information that elaborates on or explains a theme. |
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(4)
Provides clear, complete, relevant, and convincing information
related to a theme.
(3)
Provides clear, sufficient, and relevant information and examples
for a theme.
(2) Provides
some relevant information and examples for a theme, but also
some that are not relevant.
(1) Provides
information and examples for the theme that are not relevant
to a theme. |
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| Adapted fromDimensions
of Learning,
Robert Marzano and Debra Pickering, 2nd edition, ASCD, 1997,
and
“History Fair Rubric” developed by Ogden Elementary School: http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Rubric_Bank/SocialStudiesRubrics.pdf
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| Grammar, Spelling, and Punctuation |
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Misused
or misspelled words distract the reader and create a barrier
to an otherwise engaging text. |
| Demonstrates
correct grammar, spelling and punctuation. |
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(4) Grammar,
spelling, and punctuation are correct.
(3) Few
errors, predominantly typographical.
(2) More
than a few errors, but they are consistent.
(1) Numerous
irregularities in grammar and/or spelling and punctuation. |
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| Composition |
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| Organizes
and conveys a sequence of events in a clear manner |
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(4) Concise,
in active voice, supports heading, logically ordered with distinct
beginning and end.
(3) Succinct,
organized, comprehensible sequence, avoids passive voice in
most cases.
(2) Wordy,
somewhat confusing, no clear start and finish, unnecessary use
of passive voice.
(1) Does
not support heading, inconsistent, unfocused, passive voice
predominates. |
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